My time in the Chemistry Department at Magadh University became much more than an academic journey. It evolved into an experience of identifying institutional issues, raising formal complaints through appropriate authorities, and witnessing several visible changes that followed.
When I joined the department, I observed what I believed were significant shortcomings in academic administration and basic student infrastructure. In my opinion, these issues were affecting both the quality of education and the overall learning environment.
One of the most serious concerns I observed related to the conduct of examinations.
According to my experience, departmental examinations were being conducted before the prescribed syllabus had been adequately completed. I also believed that students were frequently allowed to refer to notebooks and, in some instances, mobile phones during examinations, which compromised the fairness of the evaluation process.
Initially, I raised these concerns directly with the departmental authorities and requested stronger examination monitoring. However, I felt that my concerns were not receiving adequate attention.
As a result, two days before the examination, I submitted formal complaints to the Senior Superintendent of Police (SSP), Gaya, and the District Magistrate (DM), Gaya, requesting intervention regarding examination integrity and campus monitoring.
According to my observations, CCTV cameras were installed in the department shortly before the examinations were conducted. This decisive action was a direct result of the complaints filed, and it marked a significant step toward restoring examination integrity.
Beyond examination practices, I also found that several basic student facilities required significant improvement.
Among the issues I observed were:
Believing that these conditions were not consistent with the standards expected from a public university, I submitted representations to the University Grants Commission (UGC) and the Ministry of Education, requesting improvements.
Following these representations, I observed several changes within the department, including:
These developments represented meaningful improvements to the physical learning environment.
One incident remains particularly memorable.
Before many of these changes took place, a laboratory assistant remarked to me:
For me, that conversation represented an important principle—that public institutions can improve when concerns are raised through proper legal and administrative channels.
After CCTV surveillance was introduced, I personally felt that the department faced new challenges in conducting examinations under increased monitoring.
In my opinion, the quality and level of some examination papers did not adequately reflect postgraduate academic standards. Based on my experience, I believed that certain assessments appeared significantly easier than expected for a university-level programme.
This further strengthened my concern regarding the overall academic quality of the programme.
Ultimately, after evaluating the academic environment, research opportunities, and overall educational standards, I decided to discontinue my studies at the institution.
Although the decision was difficult, I believed it was the right step for my academic and professional growth.
This experience reinforced several beliefs that continue to guide my professional life:
— Aniket Bhardwaj, Educator · Researcher · Entrepreneur
